Literaturnachweis - Detailanzeige
| Autor/inn/en | Regan, Kelley S.; Michaud, Kim M. |
|---|---|
| Titel | Best Practices to Support Student Behavior |
| Quelle | In: Beyond Behavior, 20 (2011) 2, S.40-47 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1074-2956 |
| Schlagwörter | Emotional Disturbances; Inclusion; Special Education; Student Behavior; Behavior Disorders; Resource Centers; State Departments of Education; Disability Identification; Teacher Competencies; Technical Assistance; Web Sites; Federal Programs; Intervention; Positive Reinforcement; Behavior Modification; Self Control; Educational Environment |
| Abstract | The "No Child Left Behind Act" mandates that teachers employ evidence-based practices (EBPs) in the classroom in order to improve student performance. For students with emotional and behavioral disorders (EBD) to be successful, particularly in inclusive settings, the most salient practices would probably be those promoting classroom organization and sound behavior management. However, data suggest that many teachers feel that they are insufficiently prepared to handle challenging behaviors. While disciplines such as psychology and medicine have attempted to identify effective practices from scientific evidence, the field of special education is arguably more challenging. The complexities of special education and its research base include such factors as the often extreme variability of participants in research investigations, the overrepresentation of culturally and linguistically diverse individuals in special education, and the low prevalence of some disability types, to name only a few. All of these are barriers to setting specific evaluation criteria or benchmarks that can be used broadly to identify EBPs. Despite these challenges, a number of processes have been undertaken to identify EBPs in the field of special education in order to support teachers and their students in the classroom. While controversies and disagreements about what constitutes "evidence-based" continue, a number of organizations have developed lists of practices they promote as evidence-based. One result of this is a number of Web-based technical assistance networks or centers. The Federal Resource Center for Special Education (FRC) provides assistance to state education agencies in order to improve programs, practices, and policies affecting children and youth with disabilities. The FRC also supports six Regional Resource Centers throughout the country, and collaborates with the Technical Assistance and Dissemination (TA&D) Network, funded by the U.S. Department of Education's Office of Special Education Programs. This article provides a sampling of the types of resources available, including a brief description of several relevant organizations and the practices they promote as evidence-based for students with challenging behaviors. (Contains 1 table.) (ERIC). |
| Anmerkungen | Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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